Development of Teaching Materials in Writing Text Report

______________________________________________________________

DOI: https://doi.org/10.33258/birle.v3i4.1302 1651

Development of Teaching Materials in Writing Text Report of

Project Based Observations (Problem Based Learning) for Class

X SMK Telkom 2 Medan

Eva Damayanti Damanik1, Khairil Ansari2, Malan Lubis3

1,2,3Universitas Negeri Medan, Indonesia

[email protected]

I. Introduction

An effort to improve the quality of education through improving the learning process is

an educational innovation that continues to be implemented. One of these innovations is changing the learning paradigm from teacher-centered learning to student-centered learning.

Teaching-based learning approaches are transformed into the form of learning-based learning. The main characteristic of learning-based learning is the development of students' independence to build knowledge and skills within themselves from a variety of information

through an interaction in the learning process, for this purpose, of course the teacher must assist students in building their knowledge and skills by providing effective learning tools.

One of the explanations described is the provision of teaching materials because teaching materials are a determining factor for the success of the learning process, whose existence plays an important role for students and teachers. Whether or not the teaching

materials are good or not is determined by the teacher's ability to select and develop teaching materials in accordance with the curriculum and student needs. As emphasized in the

Minister of National Education Regulation No. 16 of 2007 regarding the standards of

Abstract

This study aims to determine the results of the development of teaching materials to write project-based observation report text for class X SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students. Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation

report text learning) student scores are better than before.

Keywords

teaching materials;

folklore; sociocultural

mailto:[email protected]

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Volume 3, No 4, November 2020, Page: 1651-1669

e-ISSN: 2655-1470 (Online), p-ISSN: 2655-2647 (Print)

www.bircu-journal.com/index.php/birle email: [email protected]

1652

academic qualifications and teacher competence, that teachers as professional educators are

expected to have the ability to develop teaching materials in accordance with existing mechanisms by paying attention to the characteristics and social environment of students. In

line with the contents of the National Education System Law no.

II. Review of Literatures

2.1 Teaching Materials

Teaching materials are inseparable from the learning process in the classroom because

teaching materials will facilitate the course of learning activities between teachers and students to achieve certain learning objectives. This is confirmed by Seven and Ali (2010) who state "teaching materials are very important instruments to help the leaners take part in

the learning and teaching processes". Based on the opinion of Seven and Ali, it can be interpreted that teaching materials are

very important tools to help the learning and teaching process. Furthermore, Djumingin (2017: 53) states that, “teaching materials are the resources uses to deliver instruction. Each teacher requires a range of tools to draw upon in order to assist and support student learning.

“It can be interpreted that teaching materials or materials are the resources used by teachers in delivering teaching. The same opinion is expressed by Sinaga (2014: 189) that teaching

materials are materials consisting of various forms that are used by teachers and students to assist teachers in the process of teaching and learning activities in the classroom. Dick and Carey (2009; 230) add that “instructional material contains the content either written,

mediated, or facilitated by an instructor that a student as use to achieve the objective also include information that the learners will use to guide the progress. "

2.2 Definition of the Observation Report Text

An observation report text is a type of text that provides general information about

something after a systematic investigation / research is carried out. This type of text is used when teaching a topic or writing an article or research such as: objects, plants, animals,

certain concepts / ecosystems. A text report usually contains facts about a matter, descriptions and information about the habits and quality of something that can be proven scientifically (Anderson through Wijanarko, 2014: 13).

Kosasih (2012: 75) says the observation report is an essay describing a phenomenon or event based on the results of observations, then explained by Harsiati (2014: 129) that the text

of the observation report report is a text that functions to provide information about an object or situation after conducting systematic investigations / research.

Wahono et al, (2013: 7) explain that the text of the observation result (report) is a text

that presents information about something as it is. Which is the result of systematic observation and analysis which usually contains facts that can be proven scientifically which

are general in nature.

2.3 Development Methods

The development method used in this research is research and development (R&D) Borg & Gall, (2003), which is a process used to develop and validate the results of an

education. Research and development or R&D methods are research methods used to produce certain products and test the effectiveness of these products (Sugiyono, 2008: 407).

1653

III. Research Method

The research on the development of teaching materials to write project-based

observation report texts was carried out in class X SMK Telkom 2 Medan at the beginning of

the odd semerter according to the learning schedule to write the observation report text written on the implementation plan of learning for Indonesian language teachers in class X

SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were

taken as many as 1 class / study group with a total of 30 students.

The analysis of learning outcomes is seen from the cognitive realm learning outcomes derived from the minimum learning completeness (KBM). The steps used to determine the

effectiveness of teaching materials are as follows; a. Determine student learning completeness per individual which is calculated as follows

b. Classifying students' mastery of the material of writing observation report text based on the

5 scale guidelines according to Sugiyono (2015; 24) as follows;

Table 1. Classifying Students’ Mastery

Criteria Assessment score

Very good 85 - 100

Well 70 - 84

Pretty good 55 - 69

Less 40 - 54

Very less 0 - 39

Determine the average value of the LHO text writing ability using the following

formula;

information

= mean (mean)

∑x = total score multiplied by frequency n = number of subjects

d. Analyze the collected data using a scale 5 analysis convention such as tables

1654

IV. Discussion

Researchers collected information based on the results of observations of teaching

materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. This

proves that so far learning in schools has only been fixated on textbooks without using / creating modules that can facilitate teachers in the process of teaching and learning activities.

The quality of learning becomes less motivating students in learning to write text reports on observation results, especially project-based. Besides the level of student creativity,

The researcher also distributed a questionnaire to 2 Indonesian language teachers and

30 students of class X SMk Telkom 2 Medan to get information about the initial needs of the

writing text module for the observation report. The results of the needs questionnaire analysis

conducted by researchers can be seen in table 2.

Table 2. Student Needs Analysis Data

No. Question Answer Frequency

Percentage Students amount

1

The teaching materials used by the teacher in learning observation report text are of

interest to you

Not 27 27 90%

Yes 3 3 10%

2

Teaching materials that have been used by the teacher can

help you understand the learning of the observation result report text well

Not 27 27 90%

Yes

3 3 10%

3 Are you familiar with project-based observation report text

learning products

Not 30 30 100%

Yes - - -

4 Do you use a project based observation report text

learning module

Not 30 30 100%

Yes - - -

5 Do you need a project based observation report text learning module

Not - - -

Yes 30 30 100%

1655

The results of the teacher needs questionnaire analysis conducted by researchers can be seen in the following table.

Table 3. Teacher Needs Analysis Data

Question Answer

Frequency Percentag

e Teac

her

amoun

t

1

The teaching materials used by the teacher in learning the observation result report text are attractive to

students

Not 2 2 100%

Yes - - -

Teaching materials that have been used by the teacher can help

students understand the learning of the observation result report text well.

Not 2 2 100%

- - - -

3

Are you familiar with project-based

observation report text learning products

Not 2 2 100%

Yes - - -

4

Do you use a project based

observation report text learning module

Not 2 2 100%

Yes - - -

5

Do you need a project based

observation report text learning module

Not - - -

Yes 2 2 100%

Based on the results of the needs analysis, the researcher designed a teaching material

in the form of a project education-based module which was the need of students in class X SMK Telkom 2 Medan. The design of making teaching materials in the form of modules is

carried out based on the analysis of problems that have been previously found. Module design is done by mapping the Core Competencies (KI), basic competencies (KD), and indicators. The results of the mapping obtained material that will be developed in the writing

module of project-based observation reports. The module that has been compiled is then validated and declared feasible by a team of experts (validators), this product was tested in

small groups and limited groups. Therefore, Core competencies and basic competencies, and the indicators selected in the

development of this product, namely:

4.1 Core Competencies

KI 1 Appreciate and live up to the teachings of his religion KI 2 Respect and live out honest, disciplined, polite, confident, caring and

responsible behavior in interacting effectively in accordance with the

development of children in the environment, family, school, community and natural environment, nation, country and regional area.

KI 3 Understand and apply factual, conceptual, procedural, and metacognitive knowledge at a simple technical and specific level based on his curiosity about science, technology, art, culture with insight into humanity, nationality, and

statehood related to visible phenomena and events.

1656

KI 4 Demonstrate the skills of reasoning, processing, and presenting creatively, productively, critically, independently, collaboratively, and communicatively,

in the realm of the concrete and the abstract realm as learned in school and other sources of the same theory from a theoretical point of view.

4.2 Basic Competence (KD) and Indicators

Table 4. Mapping of KD and Indicators

Knowledge Base Competencies Indicator

3.1 Understanding the results of observations related to the field of work

presented orally and in writing 3.1.1 Explain the meaning of the report 3.1.2 Suggests the types of reports

3.1.3 Explain the meaning of an observation report

3.1.4 Describe the characteristics and purpose of the observation report text

4.1 Presenting the contents of the text

(the essence) of the observation report related to the field of work based on

interpretations both orally and in writing

3.1.1 Interpret the observation report. 3.1.2 Identify the contents of the observation report text.

Table 5. Mapping of KD and Indicators

Knowledge Base Competencies Indicator

3.2 Analyzing the structure and linguistic aspects of a minimum of two observation

report texts relating to both oral and written work fields

3.2.1 identify the structure of the observation report text

3.2.2 identify rulesobservation report text

4.2 Constructing the text of the

observation report related to the field of work by paying attention to the content

and aspects of language both oral and written

4.2.1 Specifies the text theme

4.2.2 Write the text of the observation report by paying attention to the content,

structure and rules of the language of the text 4.2.3 Edit the text of the observation

report by paying attention to the content, structure and language rules of the observation report text.

1657

Table 6. Grid for Teacher Responses / Responses to the Writing Module Text on Project Based Observation Results (Project Based Learning)

No

.

Indicator

Score

1 2 3 4

1 The overall appearance of the module is attractive

2 Guidelines for using the module are clearly conveyed

3 The language used in the module can be understood

4 The presentation in the material is arranged automatically

5 The material in the module is in accordance with the

learning objectives

6 The use of images in the module is clear

7 Learning activities stimulate critical thinking skills

8 The types of activities in the modules vary

9 The language used in the module is easy to understand and in accordance with the level of maturity of students.

10 Use of symbols in accordance with existing uses

11 Mpdul helps students understand the text material of the observation report

12 Modules are different from the usual teaching materials

13 Modules can be studied independently by students

14 The module trains students to enrich student knowledge

15 The module makes it easy for teachers to evaluate

students

16 The module makes it easier for students to express their opinions in oral and written form

17 The module makes it easier for students to conclude the material in writing the text of the observation report

The first step is to design a module to write a text report on project-based observation

results (project based learning). The module structure developed in this study includes;

covers, instructions for use, learning activities, materials, summaries, evaluation sheets.

4.3 Product Identity

Physical Materials : Printing Materials (printed material) Title : Writing Module Text Based Observa Results

Project (Project Based Learning). Theory : Writing Observation Result Report Text

Target : Class X Student of SMK Telkom 2 Medan Author Name : Eva Damayanti Damanik

1658

4.4 Book Cover The process of developing teaching materials includes activities to find relevant library

sources and research results as well as conducting literary studies (Tanwin, 2020). Explains. The providing of examples from both students and the teacher was a key factor for those interested in bringing creative writing into their EFL or ESL courses in order to make the

function of creative writing open and understandable to those students under the instruction of the study. And if a teacher decides to incorporate creative writing, he or she should be able

to compose and open to sharing the creative work that follows with students (Cogherty in Sari, 2020). The cover of the book with text material writing the text of the Observation Report has a front. Here's the explanation:

Figure 1. Cover Module Writing Project-Based Observation Report Text (Project Based

Learning)

The front cover of the module consists of, the module title is adjusted to the material developed, the background is adjusted to the material in the book, it can be seen that a picture of vocational students carrying out an activity related to their assignment is intended so that

readers are able to know the meaning of the title and illustration before open the contents of the module. In addition, the module is also accompanied by the author's name.

4.5 Prakat The foreword is placed on the first page of the book to open the author's

communication with the reader. The content of the foreword is the author's attempt to communicate with the reader, namely; 1) give thanks to God Almighty, 2) provide an

explanation of the teaching material in the form of a module for writing project-based observation reports (project based learning), 3) thank you for those who have helped in compiling the short story writing module based on character education, 4) The author's

expectations relating to the prospects for education and the perfection of the developed modules.

1659

4.6 Learning Activities

Figure 2. Learning Activities

Learning material contains material that has been determined in accordance with KI,

KD, indicators, and learning objectives in the hope that teachers and students can find out the results obtained.

4.7 References

Bibliography with references to reading material that is relevant to the text material of

the observation report in the module. Validation is an important part of developing teaching materials in the form of modules

to correct errors and weaknesses from the design results. Validation is done by submitting a module to write a text report on the results of project-based observations (project based learning) to the validator along with the validation sheet to be checked and assessed for its

feasibility level by the validator The following will describe the results of the validation and revisions made to the module in writing the text of the observation report developed.

Table 7. Content / Material Feasibility Validation Results in the Writing Text Module Project Based Observation results report (Project Based Learning)

Content eligibility

Indikaor Respon

dents

Total

Score

Percenta

ge

Average

Categor

y

1 2

Suitability of material with SK and KD 14 87.7 Very good

1. Completeness of the material (structure and language rules)

3 4 8 100 Very good

2. The flexibility of the LHO text 4 3 7 87.5 Very

1660

material good

Material accuracy 49 87.5

3. The accuracy of the concept and definition of the LHO text

3 4 7 87.5 Very good

4. Conformity of facts and data 4 3 7 87.5 Very good

5. Sample text suitability 3 4 7 87.5 Very

good

6. Compatibility of images, diagrams and objects


7. Accuracy of terms 3 3 6 75 Well

8. Accuracy of notations, symbols

and icons

3 4 7 87.5 Very

good

9. Reference accuracy 4 4 8 100 Very good

Material finesse 36 92.5 Very

good

10. Suitability of the material with the development of science


11. Displays material topics 4 4 8 100 Very

good

12. Pictures, diagrams and objects under study

3 3 6 75 Well

13. Using examples can be found in

everyday life

4 3 7 87.5 Very

good

14. Up-to-date literature 4 4 8 100 Very good

Encourage curiosity 15 93.75 Very

good

15. Encourage curiosity 4 4 8 100 Very good

16. Creating critical thinking 3 4 7 87.5 Very good

amount 114 Very good

Validation Results 89.06 Very good

The results of the assessment in the text writing module of the project-based

observation report (project based learning) for class X students of SMK Telkom 2 Medan submitted through a questionnaire method with a questionnaire instrument presented

descriptively. Based on the results of validation by material experts on the appropriateness of the

module content in writing the developed project-based learning observation report text, the

percentage score was 89.06%. The percentage is obtained from the calculation:

1661

The percentage score of the feasibility of the content of the assessment instrument by material experts is very good in accordance with the validity category of the product adapted

from Sugiyono (2015), so that the content contained in the writing module of the report on project-based observation reports (project based learning) being developed is not necessary revised. Feasibility of the content is suitable for use as a learning module to write project-

based observation report text (project based learning) in class X SMK Telkom 2 Medan

Table 8. Results of Presentation Feasibility Validation in the Writing Module Text on Project Based Observation Results (Project Based Learning)

Serving eligibility

Indicator

Responden

ts

Total

Score

Percentage

Average

Category

1 2

Presentation technique 14 87.5 Very good

1. Systematic consistency of presentation in learning activities


2. Concept sequence 4 3 7 87.5 Very good

Presentation of learning 22 91.66 Very good

3. The involvement of students 4 4 8 100 Very good

4. Learner centered 3 4 8 100 Very good

5. Stimulate the ability of students to

solve problems


Completeness of the presentation 58 90.62 Very good

6. Examples of questions in each learning activity


7. Exercise questions at the end of

each learning activity


8. Key answers to practice questions 3 3 6 75 Well

9. Preliminary 4 4 8 100 Very good

10. Table of contents 4 4 8 100 Very good

11. Glossary 4 3 7 87.5 Very good

12. References 4 4 8 100 Very good

13. Summary 3 4 7 87.5 Very good

amount 94

Validation Results 90.38 Very good

Based on the results of validation by material experts on the feasibility of presenting a module in writing a project-based learning observation report text developed, it was obtained

a score of 90.38%. The percentage is obtained from the calculation:

1662

Table 9. Results of Validation of Language Feasibility in the Writing Module Text on Project Based Observation Results (Project Based Learning)

Language Eligibility

Indicator

Responden

ts

Total

Score

Percen

tage

Averag

e

Categor

y

1 2

Straightforward 21 87.5 Very good

1. The accuracy of sentence structure

4 4 8 100 Very good

2. Sentence effectiveness 3 4 7 87.5 Very

good

3. Rigor of the term 3 3 6 75 Well

Legibility 14 87.7 Very good

4. Message readability 3 4 7 87.5 Very

good

5. The accuracy of using the language


Dialogical and interactive 14 87.5 Very

good

6. The ability to motivate messages or information


7. Ability to encourage students

to think critically

4 3 7 87.5 Very

good

The suitability of the level of development of

students

14 87.5 Very good

8. The suitability of students'

intellectual development

4 4 8 100 Very

good

9. Conformity with the level of emotional development of students

3 3 6 75 Well

Integration of thought lines 15 93.75 Very

good

10. Integrity between learning activities


11. Cohesiveness between paragraphs

4 4 8 100 Very good

Use of terms, symbols and icons 14 87.5 Very good

12. Consistent use of terms 3 4 7 87.5 Very good

13. Consistent use of symbols 4 3 7 87.5 Very

good

amount 92

Amount average 88.46% Very good

1663

In line with Muslich's (2011: 130) opinion the assessment criteria must be clearly stated, concise, observable, state behavior, and written in language that is easy to understand.

So, based on the results of the validation by material experts on the feasibility of the module language in writing the developed project-based learning observation report text, it was obtained a score of 88.46%. The percentage is obtained from the calculation:

In addition to grading, the validator also provides input in the form of comments and suggestions related to the aspects being assessed in the module of writing project-based observation report text. As for the explanation of things that need to be revised or comments

on the character education-based short story writing module provided by material experts, namely, there are several texts and at the emotional sub-level of students that need to be

improved. All comments and suggestions given by the validator will be taken into consideration in making revisions to the module in writing the project-based learning result report text that was developed.

Table 10. Aspect Validation Results Writing Project-Based Observation Report Text (Project

Based Learning) in the Module

Project Based Learning Aspects

Indicator

Responden

ts

Total

Score

Percentage

Average

Category

1 2

Motivate students 15 93.75 Very

good

1. Find new ideas 3 4 7 87.5 Very good

2. Motivate 4 4 8 100 Very good

Work in groups 14 87.5 Very good

3. Cooperate 4 3 7 87.5 Very good

4. Give an opinion 3 4 7 87.5 Very

good

Solving problems 13 81.25 Very good

5. Skilled in solving problems 3 4 7 87.5 Very

good

6. Interesting 3 3 6 75 Well

amount 20 22 42

Amount average 87.5 Very good

Based on the results of validation by material experts on the module aspects of writing

project-based learning reports that were developed, the percentage score was 87.5%. (Very good) The percentage is obtained from the calculation:

1664

Product design validation was carried out by Dr. Tappil Rambe, S.Pd, M. Si and Dr. Evi Eviyanti, M.Pd who is a Lecturer at Medan State University. The assessment was carried out to obtain information on the quality of the module in writing project-based observation

report text (project based learning) which was developed to improve the quality of learning at SMK Telkom 2 Medan on the material of writing observation report text.

Table 11. Design Validation Results on the Aspects of Graphic Feasibility in the Writing Module Project-based Observation Report Text (Project Based Learning)

Appropriateness

Indicator

Responden

ts

Total

Score

Percentage

Average

Category

1 2

Module Size 14 87.5 Very good

1. conformance to ISO standards (A4, A5 and B5)


2. suitability of size to the material 4 3 7 87.5 Very good

Cover design 63 87.5 Very good

3. The appearance of the layout elements on the front, back and back covers harmoniously has rhythm and unity

and is consistent.


4. Showing a good center point. 3 3 6 75 Well

5. The color of the layout elements is harmonious and clarifies the function.


6. The composition and size of the layout elements (title, author, illustration, logo, etc.) are proportional, balanced, and in tune with the content layout (according to the pattern).


7. The font size used is attractive and easy to read.


8. The color of the title of the teaching

material contrasts with the color of the background.


9. Do not use too many font combinations.

4 4 8 100 Very good

10. Cover Illustration 4 3 7 87.5 Very good

11. Describe the content / teaching material and reveal the character of the object.


Content Design 140 87.5 Very good

1. The placement of layout elements is consistent based on the pattern

4 4 8 100 Very good

2. The separation between paragraphs is 4 4 8 100 Very good

1665

clear

3. Proportional printable area and

margins 3 4 7 87.5 Very good

4. Adjoining page margins are proportional


5. The spaces between the text and the

illustrations are appropriate 3 4 8 100 Very good

6. Placement of learning activity titles, learning activity subtitles, and page /

folio numbers is correct

4 4 8 100 Very good

7. The placement of illustrations and captions is correct

3 3 6 6 Well

8. Placement of decoration / illustration

as background does not interfere with title, text, page numbers

4 3 8 100 Very good

9. Placement of titles, subtitles, illustrations, and captions does not

interfere with understanding.

3 4 8 100 Very good

10. Don't use too many fonts 4 3 7 87.5 Very good

11. The use of letter variations (bold, italic, all capital, small capital) is not

excessive.

4 3 8 100 Very good

12. Normal text arrangement width. 3 4 7 87.5 Very good

13. Space between lines of normal text arrangement.


14. Normal kerning. 3 3 7 87.5 Very good

15. The level / hierarchy of the titles is clear, consistent and proportional.

3 4 6 75 Well

16. Hyphenation. 3 4 7 87.5 Very good

17. Content Illustration 4

4 7 87.5 Very good

18. Be able to reveal the meaning /

meaning of objects. 4 4 6 75 Very good

19. Accurate and proportional form according to reality.


20. Creative and dynamic 4 3 7 87.5

217

Amount average 87.5 Very good

The results of the assessment of the module design writing text report on the results of

project-based observations (project based learning) in class X SMK Telkom 2 Medan

submitted through a questionnaire method with a questionnaire instrument presented descriptively. Based on the results of validation by design experts on the developed project-

1666

based learning observation report text writing module, the score was 87.5%. (Very good) The percentage is obtained from the calculation:

The percentage of the score on the assessment instrument by the design expert is very

valid, so the module for writing project-based learning reports that is developed does not need to be revised.

Table 12. Assesment of Modules

No. Assessment of modules Average percentage value

Criteria

1 Teacher's Response (2 Pax) 89.71 Very good

2 Testing on Students (30 people) 90.63 Very good

Table 13. Pretest Results before using the Writing Module Project-Based Observation

Results Report Text (Project Based Learning)

No. Student's Name Student Assessment

Pretest

1 Fitra Mulia Lubis Agreement 60

2 Arya Prasetio Wibowo 67

3 Arzety Bilbina 60

4 Azriel Akbar 55

5 Build Hotdiasi Sitorus 60

6 Rose Love Hasibuan 70

7 Elvy Yolanda Lubis 74

8 Filldavid Raygelliam Siahaan 83

9 Haiqal Syafiq Harahap 75

10 Sukron Day 70

11 Hariaran 75

12 Hariyono By He 65

13 Jeremia Putra Panggabean 76

14 Jordan Haganta Ginting Munthe 70

15 M. Radja Syah 75

16 Michael Gilbert Tardas Sinaga 50

17 Michael Pedrosa Sigalingging 75

18 Mika Athallah Keesa 73

19 Najla Afifah Rangkuti 70

20 Nurhadi Saputra 80

21 Nurhalipa 78

22 Rahmad Nawi Pane 65

23 Rahmat Hardiansyah Siregar 80

24 Refandi Arya Dwitama Lubis 70

25 Risfa Hafizah 53

26 Hisikia Simanungkalit 75

27 Ryan Fahrezi Daulay 80

1667

28 Ade Sahputra Purba 72

29 Akas Rohit 68

30 Ayumi Keisha Putri 50

Total 2069

Average 68.97

Table 14. Frequency Distribution of Pretest and Post-Test Values Writing Project-Based Observation Report Texts (Project Based Learning)

Criteria Pretest Postest

Frequency Percentage Frequency Percentage

85 - 100 - - 12 40%

70 - 84 19 63.33% 16 53.33%

55 - 69 8 26.67% 2 6.67%

40 - 54 3 10% -

0 - 39 - - -

∑ 30 100% 30 100%

Based on table 4.16 shows that at the time of the pretest students who got a score of 70-

84 were 19 students with a percentage of 63.33%, the value of 55-69 was 8 students with a percentage of 26.67% and at a value of 40-54 as many as 3 students with persentsae 10%. The posttest scores experienced an increase in better learning outcomes, namely a value of

85-100 as many as 12 students with a percentage of 40%, a value of 70-84 as many as 16 students with a percentage of 53.33%, and a value of 55-69 as many as 2 students with a

percentage of 6.67 %.

V. Conclusion

The process of developing teaching materials to write project-based observation report

text in class X SMK Telkom 2 Medan through several stages, namely; Preliminary study, namely research and preliminary information gathering, namely needs analysis. Analysis of development needs begins by distributing a questionnaire to analyze the needs of students of

class X SMK Telkom 2 as many as 30 students and 2 Indonesian language teachers. The results of the needs analysis 100% of the teachers stated that they did not know the teaching

materials for writing project-based observation report text (project-based learning) and 100% of the teachers did not use teaching materials to write project-based observation report text (project based learning), so that 100% of teachers requires teaching materials to write short

story texts based on character education that are valid, effective and practical. The process of developing teaching materials to write project-based learning report text

has been completed, the next stage is designed, namely the initial product development and

validated by validators, namely material experts and design experts. The feasibility of the

module in the criteria is very good with an average of 89.3% based on the feasibility of

content 89.0%, 90.38% presentation feasibility and 88.46% language feasibility then design

feasibility with an average of 87.5% in the very category well. The results of the teacher's

questionnaire response to the module with an average of 89.71% and student responses to the

module also stated very good with an average of 90.63%. based on trials, namely individual

trials, small group trials and limited group trials.

1668

The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30

students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good

category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference

of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.

References

Adelita. 2015. The Effect of Invention Learning Model on Writing Text. Vol. 10. Terrain. Unimed.

Akker, J, V, D. 1999. Principles And Methods Of Development Research. In Plomp, T; Nieven, Ngustafson, K; Branch, R, M; Dan Vanden Akker, J (eds). Design Approaches

Ang Tools In Education And Training. London: Kluwer Academic Publisher Borrd N Gall. 1983. Educational Research, An Introductional. New York And London.

Longman.Inc.

Daryanto and Aris Dwicahyono. 2014. Development of Learning Tools (Syllabus, Rpp, Phb, Teaching Materials). Yogyakarta: Gava Media.

Daryanto. 2013. Developing Modules: Teaching Materials for Teacher Preparation in Teaching: Yogyakarta: Gava Media.

Daryanto. 2013. Developing Modules: Teaching materials for Teacher Preparation in

Teaching. Yogyakarta: Gave Media Dick, Walter., Lou Carey, and James O 'Carey 2009. The Systematic Desin Of Instruction.

London: Pearson Education Ltd. Djumingin, Sulastri. 2017. The Practice Of Lesson Study Model In Teaching Writing Repost

Text ,. Journal Of Education And Learning, Vol. 11 No.1. P. 53.

Hamdani. 2011. Teaching and Learning Strategies. Bandung: Faithful Library Hartono. 2011. Research Methodology. New Pecan. Zanafa Publishing.

Keraf. Gorys. 2004. Composition: An Introduction to Language Proficiency. Flores: Nusa Indah

Kosasih. E. 2012. Types of Text. Bandung: Yrama Widya

Kurniawati, Eni Dewi. 2009. Development of Indonesian Language and Literature Teaching Materials with a Thematic Approach: Study on Development of the Sambas 2 Public

High School. University Thesis March 11. Lestari, Ika. 2013. Competency-Based Teaching Materials Development. Jakarta: Index Ministry of National Education. 2006. Learning Techniques With Modules. Jakarta: Director

General of Primary and Secondary Education Ministry of National Education. 2010. Guidelines for the Development of Teaching

Materials. Jakarta: Ministry of National Education Ministry of Education and Culture 2013. Indonesian Language Forum for Knowledge.

Jakarta: State Polytechnic of Creative Media

Ministry of Education and Culture. 2015. Indonesian Class X SMA / SMK / MA. Jakarta: Center for Curriculum and Bookkeeping, Balitbang, Kemendikbud.

Muslich, Mansoor. 2011. Character Education Responds to Multidimensional Crisis Challenges. Jakarta: Earth Literacy

1669

Permendikbud. 2014. Guidelines for Strengthening Junior High School Learning Process. Module. Not Published.

Permendikbud. 2017. Guidelines for Strengthening Junior High School Learning Process. Module. Not Published.

Permendiknas N0.16 of 2007 concerning Academic Qualification Standards.

Prastowo. A. 2015. Creative Guide to Making Innovative Teaching Materials Creating Interesting And Fun Learning Methods. Yog yakarta: Diva Press.

Rusel D. James. 1997. Learning Technology and Media for learning. Sani, Ridwan Abdullah. 2014. Learning Innovations. Jakarta: Earth Literacy. Sari, W.S., Hasibuan, J.R., and Putri, C.A. (20200. Facilitating Novice Writers with Creative

Writing Workshop in Poetry Writing Classroom (Indonesian EFL Context). Budapest nternational Research and Critics in Linguistics and Education (BirLE) Journal Vol 3

(2): 706-713. Setyosari. Punaji. 2015. Research and Development Methods. Jakarta: Prenada Media Group. Sinaga, Herti Arnita. 2014. Development of Teaching Materials to Improve the Ability to

Write Texts of Junior High School Students for the 2013/2014 Academic Year. Journal of Language and Literature Education Vol.2 No. 3. Pg 100-200.

Sugiono. 2008. Understanding Qualitative Research. Bandung: Alfabeta. Sugiono. 2015. Educational Research Methods, Quantitative, Creative, Qualitative and Rnd

Approaches. Bandung: Alfabeta. National Sidiknas Law No. 20 of 2013 Article 39.

Tanwin, Rosliani. (2020). The Development of Indonesian Language Teaching Materials for

Beginner Level of Foreign Speakers with Local Content Suwandy. Budapest

International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3

(3): 1600-1613.

Where. 2014. Curriculum Development in the Context of Implementation of Student

Education Process Standards. Jakarta: PT. Rineka Cipta

Documents

Development of Teaching Materials in Writing Text Report